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CompStat Reporting

CompStat Reporting. The CompStat process uses com puter stat istics (data) to: Quantify a problem Chart a course of action (The SDIS Template) The process involves: A cycle of periodic data analysis Adjustments to the course of action Group sharing, analysis, and planning.

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CompStat Reporting

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  1. CompStat Reporting The CompStat process uses computer statistics (data) to: Quantify a problem Chart a course of action (The SDIS Template) The process involves: A cycle of periodic data analysis Adjustments to the course of action Group sharing, analysis, and planning

  2. The SDIS Template The template is a one page snapshot of the plan One template is completed for each different data source The template is updated after each data source is updated

  3. Self-DirectedImprovement System The SDIS template includes: The target The data source Your data Feedback from your data Strategies to improve your data An execution plan

  4. Critical Area of Need: ?????????? SDIS™ | Action Name of School 2008-09 Data Baseline Assessments System-wide Target What is your data ? (State your goal) Data Source School Goal: Strategies What are you going to do about it ? Sub-Goalthis Assessment Period: (Used when the school goal is not yet reached) Feedback Execute • What does your data tell you? Who? Does What? When?

  5. Target:To Decrease by 50% the Number of Students BP in Math Data Sources: TCAP Stanford Math ThinkLink AimsWeb

  6. Critical Area of Need:MathematicsSDIS™ | Action ????? Elementary School 2008-09 Data Baseline Assessments System-wide Target Decrease by 50% the number of students below proficient in math 2007-08 TCAP Math Subtest Grade BP P A Total 3 4 5 6 Total BP = Total LP = B/LP by Gender M = F = 2007-08 TCAP Data Strategies School Goal: Involve ??? students scoring below and low proficient in Tier 2 or 3 intervention • Generate spreadsheets by grade indicating level of mastery for each student. Include columns to sort significant subgroups (eg. Gender, SWD) • Identify participants for Stanford Math and other interventions • 3. Analyze data by subskill • Budget to procure resources and professional development to target skill areas of need • Design after-school tutorial and plan for use of extended contract personnel to address the deficient skill areas Sub Goal this Assessment Period: To increase the number of target students in intervention from ?? To ?? Feedback Execute Who? Does What? When?

  7. Critical Area of Need:MathematicsSDIS™ | Action ????? Elementary School 2008-09 Data Baseline Assessments System-wide Target Decrease by 50% the number of students below proficient in math EPGY Stanford Math Number of Target Students: Average Total Minutes: Average Number of Exercises: Average Percent Correct: Average Correct First Attempt: EPGY Stanford Math Reports Strategies School Goal - To ensure that target students participate in a minimum of 90 minutes of per week with a minimum average of 70% correct • Generate spreadsheets by grade indicating level of mastery for each student. • Identify participants for Stanford Math • Identify location(s) for student use of Stanford Math • Develop schedule to ensure 90 minutes per student each • Monitor student use and progress daily • 6.Secure support when needed to trouble-shoot problems Feedback Sub-Goal this AssessmentPeriod: To increase from ?? minutes per week to ?? for target students Execute Who? Does What? When?

  8. Critical Area of Need:MathematicsSDIS™ | Action ????? Elementary 2008-09 Data Baseline Assessments System-wide Target Decrease by 50% the number of students below proficient in Math Math Formative Assessment 1 Grade NM P M Total 3 4 5 6 Total Remaining bp NM by Gender Quarterly Thinklink Assessments School Goal: To decrease the number of students scoring NM from ?? to ??. Strategies Sub-Goalthis Assessment Period: To decrease the number of students scoring NM from ?? To ?? Feedback Execute Who? Does What? When?

  9. Critical Area of Need:MathematicsSDIS™ | Action ????? Elementary 2008-09 Data Baseline Assessments System-wide Target Decrease by 50% the number of students below proficient in Math Math Formative Assessment 1 Grade B M E K 123 4 5 6 Total Remaining Below Benchmark Below Benchmark by Gender AimsWeb Assessments (3) School Goal:To decrease the number of students scoring below the benchmark from ?? To ??. Strategies Sub-Goalthis Assessment Period: To decrease the number scoring below the benchmark from ?? To ?? Feedback Execute Who? Does What? When?

  10. Target:To Increase by 35% the Number of Students Adv. in Math Data Sources: TCAP Stanford Math ThinkLink

  11. Critical Area of Need:MathematicsSDIS™ | Action ????????? Elementary 2008-09 Data Baseline Assessments System-wideTarget Increase by 35% the number of 6th grade students scoring advanced in Math 2007-08 TCAP Math Subtest Grade P HP A Total 6 Total HP = Total A = A/HP by Gender M = F = 2007-08 TCAP Data School Goal: Involve??? students scoring HP and A in enrichment activities Strategies 1. Using student data spreadsheets, sort 6th graders by scale score to identify HP and A students. 2. Identify participants for Stanford Math and other enrichment activities 3. Analyze outcome data bysubskill 4. Budget to procure resources and professional development to target skills for enrichment 5. Design after-school tutorial and plan for use of extended contract personnel to address these skills Sub Goal this Assessment PeriodIncrease the number of students participating in math enrichment from ? to ? Feedback Execute Who? Does What? When?

  12. Critical Area of Need:MathematicsSDIS™ | Action ????????? Elementary School 2008-09 Baseline Assessments Data System-wide Target Increase by 35% the number of 6th grade students scoring advanced in math EPGY Stanford Math Number of Target Students: Average Total Minutes: Average Number of Exercises: Average Percent Correct: Average Correct First Attempt: EPGY Stanford Math Reports Strategies School Goal - To ensure that target students participate in a minimum of 90 minutes of per week with a minimum average of 90% correct • Use the 6th grade spreadsheet to sort for students scoring HP and A in math • Identify enrichment cohort for Stanford Math • Identify location(s) for student use of Stanford Math • Develop schedule to ensure 90 minutes per student each • Monitor student use and progress daily • Secure support when needed to trouble-shoot problems Sub-Goal this AssessmentPeriod: To increase usage from ? to ? minutes per week for enrichment students Feedback Execute Who? Does What? When?

  13. Critical Area of Need:MathematicsSDIS™ | Action ???????? Elementary School 2008-09 Baseline Assessments Data System-wide Goal Increase by 35% the number of 6th grade students scoring Advanced in Math Math Formative Assessment 1 Grade NM P M Total 6 Total HP = Total A = HP/A by Gender M = F= Quarterly Thinklink Assessments Strategies School Goal: To increase the number of students scoring A from ?? to ??. Sub-Goalthis Assessment Period: To increase the number of students scoring A from ?? to ??. Feedback Execute Who? Does What? When?

  14. Most Critical Area of Need:Climate and CultureSDIS™ | Action Data Baseline Assessments 100% Implementation of the Uniform Policy Office Referrals, Observation School Goal: 100% Implementation of the MCS Uniform Policy Strategies Reduce /eliminate uniform options Ask faculty and staff to monitor Develop clothes closet Educate parents as to the importance of adhering to the policy and why it is in place Implement parent/student contracts Execute Feedback Who? Does What? When ? Why are students not following the policy? Why are staff/parents not assisting with the implementation? Why is the policy difficult to enforce? What can the administration do to better enforce the policy?

  15. Most Critical Area of Need:Climate and CultureSDIS™ | Action Data Baseline Assessments 100% Implementation of the Cell Phone Policy Office Referrals, Observation Strategies School Goal: 100% Implementation of the MCS Cell Phone Policy Revisit longer confiscated hold time Increase frequency of surprise classroom visits and random searches Ask faculty and staff to monitor Pilot use of cell phone jammers Educate parents as to the importance of adhering to the policy and why it is in place Use Parent Link to send home reinforcing messages Execute Feedback Who? Does What? When ? Why are students not following the policy? Why aren’t staff/parents helping with the implementation? Why is the policy difficult to enforce? What can the administration do to better enforce the policy?

  16. Most Critical Area of Need:Climate and CultureSDIS™ | Action Data Baseline Assessments 100% Implementation of the Student ID Protocol Office Referrals, Observation School Goal: 100% Implementation of the MCS Student ID Protocol Strategies Ensure that all students have and are wearing ID badges Collaborate with faculty and staff to develop a protocol for student non-compliance Ask faculty and staff to monitor closely Educate parents as to the importance of adhering to the policy and why it is in place Implement parent/student contracts Execute Feedback Who? Does What? When ? Why do some students still not have their badges? Why are staff/parents /admin not holding students accountable for having them? Why is the policy difficult to enforce? What can the administration do to better enforce the policy?

  17. Critical Area of Need: Promotion Rate SDIS™ | Action ????? Elementary 2008-09 Data Baseline Assessments System-wide Target Reduce by 50% the number of OAG students Number Retained 2007-08 K 1 2 3 4 5 6 Boys = Girls = School August Data for the New School Year School Goal: To reduce the number of retained students from ??? To ??? Strategies Sub-Goalthis Assessment Period: To decrease the Feedback Execute Who? Does What? When?

  18. Critical Area of Need: Promotion Rate SDIS™ | Action ????? Elementary 2008-09 Data Baseline Assessments System-wide Target Reduce by 50% the number of OAG students Progress Reports Gr. 1 2 3 4 5 6 K 1 2 3 4 5 6 School Six Weeks’ Progress Report Data School Goal: To reduce the number of students earning a grade of D or F at the progress reporting time Strategies Sub-Goalthis Assessment Period: To decrease the Feedback Execute Who? Does What? When?

  19. Critical Area of Need: Promotion Rate SDIS™ | Action ????? Elementary 2008-09 Data Baseline Assessments Report Card Grades Gr. 1 2 3 4 5 6 K 1 2 3 4 5 6 School System-wide Target Reduce by 50% the number of OAG students Six Weeks’ Report Card Data School Goal: To reduce the number of students earning a grade of D or each six weeks Strategies Sub-Goalthis Assessment Period: To decrease the Feedback Execute Who? Does What? When?

  20. Critical Area of Need: Discipline SDIS™ | Action ????? Elementary 2008-09 Data Baseline Assessments Referrals Gr. 1 2 3 4 5 6 K 1 2 3 4 5 6 School System-wide Target Reduce by ??% the number of Disciplinary Referrals Six Weeks’ Disciplinary Referrals School Goal: To reduce the number of students earning a grade of D or each six weeks Strategies Sub-Goalthis Assessment Period: To decrease the Feedback Execute Who? Does What? When?

  21. Critical Area of Need: Discipline SDIS™ | Action ????? Elementary 2008-09 Data Baseline Assessments Referrals Gr. 1 2 3 4 5 6 K 1 2 3 4 5 6 School System-wide Target Reduce by ??% the number of Fights Six Weeks’ Disciplinary Referrals School Goal: To reduce the number of students earning a grade of D or each six weeks Strategies Sub-Goalthis Assessment Period: To decrease the Feedback Execute Who? Does What? When?

  22. Critical Area of Need: Discipline SDIS™ | Action ????? Elementary 2008-09 Data Baseline Assessments Referrals Gr. 1 2 3 4 5 6 K 1 2 3 4 5 6 School System-wide Target Reduce by ??% the number of Suspensions Six Weeks’ Disciplinary Referrals School Goal: Strategies Sub-Goalthis Assessment Period: To decrease the Feedback Execute Who? Does What? When?

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